Assign 1 SED 607 Language 2 7 24
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School
National University *
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Course
SED607
Subject
Linguistics
Date
Apr 3, 2024
Type
doc
Pages
6
Uploaded by Bugbling on coursehero.com
Domain
Define the domain
Terms used for this statement
C.C.S.S. -list the standard associated with this domain NOTE: only write the numbers
Identify an assessment for each domain and provide a rationale for the selection
1 for Extensive Support Needs
1 for Mild Moderate Support Needs
ORAL LANGUAGE
Receptive /Expressive
Oral language has six main areas: phonology, grammar, morphology, vocabulary, discourse, and pragmatics. Receptive language consists of listening and reading and the understanding of comprehension.
Expressive language involves talking, a crucial milestone in the development of children so they can express their needs and wants through meaningful language. Receptive language for older students involves knowing and identifying grade-level phonics and word analysis skills in decoding words in isolation and text.
Receptive language
Listening Reading Expressive language Speaking Writing EL (English Learners)
DHH (Deaf and Hard of Hearing)
Learners with Dyslexia
Specific language impairments
L.K.1.3
L.K.2.3
A.C.E. - Assessment of comprehension and expression This assessment provides information about language ability and measures verbal comprehension, grammar, semantic and pragmatic knowledge. The CELF-5
- Clinical Evaluation of Language Fundamentals 5th Edition is a standardized assessment toll used to evaluate expressive and receptive language skills in school-aged children (CELF-
5).
LANGUAGE DIFFERENCES
Language Delays
Language Disorders
*A spoken language disorder (also known as an oral language disorder) is an enormous impairment in the achieving and
using language across methodologies due to deficits in
Impairment
Methodologies
Deficits
Language Domains
Phonology
Morphology
SL.K.1
SL.K.2
SL.K.3
SL.K.4
SL.K.5
SL.K.6
CEFR Assessment
(The Common European Framework of Reference for Languages).
This assessment measures students of different
comprehension and production across any of the five language domains such as phonology, morphology, syntax, semantics, or pragmatics.
*A Language delay is noticeable by 18 months when a child has trouble imitating sounds and understanding simple verb requests. By the time they are two years old, the child can only
imitate speech or actions and does not produce words or phrases spontaneously.
Syntax
Semantics
Pragmatics
Imitating sounds
Developmental language disorder
Assessment tools
Learners
Dialect
Hard of Hearing students who use ASL to communicate.
modalities as well as students who are English Learners.
(Murphy et al. 2021).
EARLY LITERACY
This domain includes emergent literacy skills related to letter sounds, syllables and rhymes, alphabet knowledge, interest in books and print, pre-writing skills, decoding, and word recognition.
This is what children know about reading and writing before they learn to read or write at school.
Print
Alphabet recognition
Alphabet sounds
Books
Pre-writing
Decoding
Word Recognition English Learner
Students with disabilities
RF.K.1
RF.K.3
L.K.1
L.K.2
ERDA
- Early Reading Diagnostic Assessment
This assessment measures letter knowledge, phonemic awareness decoding, fluency, and comprehension. This assessment gives accurate information to develop a plan to help each student succeed.
DIBELS
® (Dynamic Indicators of Basic Early Literacy Skills) is a set of procedures and measures for
assessing the acquisition of literacy skills
(DIBELS, 2010).
Formative assessments
are also used for students with disabilities. Another assessment is the Skills Inventory, used for students with visual impairments or multiple disabilities.
CONCEPTS OF PRINT
A student will demonstrate an understanding of the organization of essential features of print, such as reading from left to right, top to
bottom, and page by page, and recognizing that spoken words are represented by written language by a specific sequence of letters. Students will recognize and name all upper and lower case alphabet letters.
-Print Awareness
-Directionality of Reading
-Top and bottom of book
-Spoken words are written down
-Uppercase letters
-Lowercase letters
-students with learning disabilities
-students with visual impairments
-track text
RF.K-1.1
Concepts of Print is a criteria-referenced assessment
that shows whether or not children in the pre-reading and early learning stages of reading understand how a book works (e.g., front and back, pages), the conventions of print (e.g., left to right directionality and backward sweep), (Reading Rockets).
There are also Formative Assessments for students with disabilities.
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